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PRE-PROFESSIONAL EXPERIENCE HANDBOOK

Pre-Student Teaching Semester Handbook

King’s College

Education Department

Dr. Denise Reboli Mr. Thomas Killino

Chairperson, Education Department Coordinator of Placements

Professor of Education, Mathematics Methods Phone: 570-208-5900 Ext. 5360

Phone: 570-208-5900 Ext. 5498 [email protected]

[email protected]

Dr. Sunny Weiland

Associate Professor of Education, Science Methods

Phone: 570-208-5900 Ext. 5361

[email protected]

Dr. Jill Yurko

Associate Professor of Education, Language Arts Methods

Phone: 570-208-5900 Ext. 5685

[email protected]

Pre-Student Teaching Handbook

Fall 2019

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TABLE OF CONTENTS

Vision & Mission Statements……………………………………………………………………3

Goals of the Education Unit …………………………………………………………………….3

King’s College Teacher Candidate Proficiencies ……………………………………………...4

Goals of Experience and Alignment with King’s Proficiencies ……………………………....5

Description ……………………………………………………………………………………….5

School Placement……………………………………………………………………………...…6

General Requirement of Schools …………………………….…………………………...…….7

State Requirements ………………………………………………………………………….......7

*Specific Course Requirements ……………………………………………………………….7

Theme Cycle Contract ……………………………………………………………………..…..11

Information Exchange Sheet …….…………………………………………………………….12

Time Sheet ………………………………………………………………………………..…….13

Regular Lesson Guidelines and Lesson Plan ………………………………………….........14

Pre-Student Teaching Experiential Reflection ….…………………………………..…..…....17

Pre-Student Diversity Summary ….......................................................................................... 18

PA Code of Professional Practice ……………………………………………………….…….19

Pre-Student Teaching Portfolio Rubric ………………………………………………………21

Pre-Student Teaching Presentation Rubric ………………………………………………….36

Rubric for Professionalism ……………………………………………………………….........39

Permission to Photograph/Videotape ……………………………………………………........40

Appendix A, Rubric for Teacher Evaluations……………………………...……………........41

Student Observation Evidence Collection Forms ………………………Appendix A

PROFESSIONAL EDUCATION UNIT

Conceptual Framework Abstract

King’s College Education Department Vision Statement

The Education Department of King’s College will be recognized for its ability to effectively reflect upon and revise its own practices, and will be perceived as a

leader in educational innovation and reform. We will be a leader in developing productive partnerships with our professional colleagues who represent the educational

spectrum from early childhood education through higher education. Our program will be viewed as exemplary in the preparation of outstanding teachers who

reflectively integrate disciplinary and pedagogical knowledge, professional skills, and personal dispositions to meet the challenges found in the 21st century classroom.

King’s College Education Department Mission Statement


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The mission of the Education Department is to prepare reflective practitioners who are recognized for their vision, motivation, knowledge, skills and dispositions as

they develop, manage and monitor communities of learning in a diverse and complex world. This mission is built on the foundational tenets of a broad-based liberal

arts education in the tradition of King’s College and the Congregation of Holy Cross and the best professional practices of teacher education.

Goals of the Education Unit

The general aim of the Education Unit is to cooperate with the academic departments in the training of competent, conscientious teachers, by providing them with a

broad educational background, specialization in one or more academic fields, and professional knowledge, skills, attitudes and ideals. Specifically, in the area of

professional education, the Division seeks to provide students with historical, psychological, philosophical and social backgrounds in education; to help students gain a

knowledge of the patterns of human growth and development and an insight into the problems of students; to make known to students the psychological principles

underlying learning, together with the techniques and methods of effective instruction; and to provide them with laboratory experiences in actual classroom instruction.

Through such training the Division seeks to give the prospective teacher reasonable assurance of success as a beginning teacher to provide him/her with the background

to undertake the post-baccalaureate training necessary for growth in the profession.

Student teaching permits the student to put into practice his/her knowledge of subject matter, professional education, and human relationships. At the same time, it is

further learning experience for the future teacher in developing his/her strengths and in overcoming weaknesses as a teacher. As a student teacher completes the

student teaching experience, he/she should have achieved the competencies outlined for the teacher education program.

King's College Teacher Candidate Proficiencies

1. Integrating Knowledge and Practice

1.1 The teacher understands the central concepts, tools of inquiry, and structures

of the disciplines taught.

1.2 The teacher effectively integrates multiple teaching and learning strategies

(including the use of technology) in students’ learning experiences.

1.3 The teacher productively incorporates a variety of communication techniques

to foster student learning

2. Understanding Learners

2.1 The teacher understands prevailing theories of development, cognition and

intelligence to support student’s intellectual, social, physical, and moral

development

2.2 The teacher is committed to the development of literacy skills in all learners

2.3 The teacher is culturally competent and can adapt instruction to meet the

needs of all students.

3. Developing Learning Communities

3.1 The teacher creates and maintains an inclusive learning environment that

supports instructional goals.

3.2 The teacher creates and maintains an inclusive learning environment that

supports instructional goals.

3.3 The teacher understands how factors in the students’ environment outside of

school may influence students’ life and learning

3.4 The teacher demonstrates effective self-assessment and problem-solving

strategies.

4. Monitoring Learning

4.1 The teacher understands the principles of effective classroom management,

and can use a variety of productive strategies to promote positive, purposeful

learning.

4.2 The teacher effectively uses a variety of formal and informal assessment techniques.

5. Reflective Practice


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5.1 The teacher displays a commitment to reflection, assessment, and learning as

an ongoing process in the improvement of teaching and learning.

5.2 The teacher acts in a responsible and professional manner.

Pre-Student Teaching Experience

Goals of Experience

1. To experience the many facets of a classroom and responsibilities of teaching.

2. To observe the integration of learning theories discussed in college courses and

actual classroom application.

3. To assist the classroom teacher in activities that will enhance student learning.

4. To develop and practice teaching skills.

Aligned with the following King’s Proficiencies: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 5.2

Description

The pre-student teaching semester is an opportunity for elementary education majors to experience a more interactive classroom than their early field experiences. During the

semester, students will visit selected classrooms for teaching experiences connected with methods courses. Students are required to attend an orientation meeting with the liaison of the

pre-student teaching semester before starting the experience.

Each student is expected to participate every Tuesday and Thursday after the Tuesday and Thursday courses end. The students will be at their placement every Tuesday and Thursday

for a minimum of 3 consecutive hours. The dates for this are listed below. For students not taking all methods courses or enrolled in middle level adjustments will be made.

Pre-Student Teaching Schedule

Fall 2019

Part-time Dates:

3 Consecutive Hours in Field

Part-time Dates: (13 total days)

3 Consecutive Hours in Field

October 1

October 3

October 8

October 15

October 17

October 22

October 24

October 29

October 31

November 5

November 7

November 12

November 14

Full Time Dates: (13 total)

Full time schedule based on placement

November 15

November 18 - 22 (5 days)

November 25 & 26 (2 days)

December 3 to 6 (4 days)

The last full-time day is Friday, December 6, 2019

Theme Cycle Presentations:

Monday, December 9, 9:30 - 11:00 am


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Tuesday, December 10, 9:30 am to 11:00 am

Theme Cycle Overview, September 20 at 10 am

Proposed Virtus Training: September 27, 10 am to 12pm

Binders will be due on Monday, December 2 by 4:30 pm

*Uploaded to Taskstream by Monday, December 9, 2019 at 9 am

In addition, in preparation for student teaching, it is strongly recommended that students spend as many full days as possible during the last four weeks. Over the course of the

experience, the student will be helping with class business, teaching lessons to small groups of children, assisting individual students under the direction of the classroom teacher, and

teaching lessons to the whole class. Students are also encouraged to observe special classes and go to lunch with the class to fulfill hours when it is appropriate.

Scheduling/School Placement

Students will begin the experience by contacting the cooperating teacher to schedule an orientation meeting. At the orientation meeting, students will introduce themselves, learn about

the school, and arrange visits and exchange telephone numbers and e-mail addresses. In addition, students will talk with the teacher(s) to learn about school policies, their classroom

management procedures, the scope of the curriculum, and students’ individual needs. Students will also review the requirements of the class with the teacher(s). The student’s

expectations of this experience should be shared with the teacher(s). We also encourage the teacher(s) to share expectations of the students. A tentative schedule should be arranged

and a school calendar and policy manual should be obtained. Subsequent visits should be arranged for observations and lessons.

The Pre-student teaching liaisons, Dr. Reboli, Dr. Yurko, and Dr. Weiland, will inform students as to which schools, teachers, and grade levels that they will attend during the

experience. The number of students who visit a teacher or school is dependent on the cooperating school’s ability to facilitate the demand. It is the student’s responsibility to call the

school office and arrange an orientation visit(s).

General Requirements of Schools

1. Appearance: Dress and grooming must be comparable to the professionals in the building. Male students will wear dress slacks, shirts and ties, and socks with their

shoes. No piercing jewelry is allowed for males. Female students will wear moderate to long skirts and dresses or dress slacks. Blouses and dress tops should not be tight fitting or

have low necklines. One set of earrings is permissible for females, but no other piercing. If a student has a visible tattoo, it should be covered while at the school. Hats or bandannas

are not permitted by either gender in the schools. Cigarettes are not permitted on school grounds.

2. Attendance: Students are expected to be present at the school at their arranged date and time. If you must be absent, notify the school, the classroom teacher, and theme

cycle professors as soon as possible. It is the student’s responsibility to arrange a make-up session.

3. Courtesy: Students are to report to the main office when entering the building. Since students are guests of the schools, they are expected to abide by the school’s

regulations, including no tobacco products. Students are to show respect during prayers and pledge ceremonies. School personnel will report any infraction of the above regulations to

the coordinator of the pre-student teaching experience.

State Requirements: Students must have on file with the director of the pre-student teaching experience and the school principal all required clearances. All clearances must be

current and submitted within the time frame specified by course instructors. If these clearances are not submitted by the due date, the student will not receive a school placement and

will be subject to the consequences imparted by the instructors of the Methods courses. Field experience clearance packet must be submitted to coordinator of field placements prior

to the start of any field work.

Specific Course Requirements

1. Information Exchange: After the initial meeting with the teacher, a copy of the information exchange sheet should be submitted to Dr. Jill Yurko.

2. Time Sheets: Students are required to keep an accurate record of the time they spend in the classroom. Students should fill in a daily time record and have the

classroom teacher verify and sign it. Candidates will complete a minimum of 100 hours in the field and will remain in placement through the entire field-experience.

3. Introduction: On the first visit to the classroom, students will introduce themselves to the class. A brief description of their experiences and goals will be

shared with the children for establishing rapport with the class. 4.

Lesson Presentations: Guidelines and specifications for lessons will be provided by the instructors of the methods courses. All lesson plans are to be

available for the classroom teacher to review at least 2 days before presentation. Teachers will review the lessons and provide suggestions appropriate for their

curriculum and students. a.

Lesson Plan Format: Students will use the King’s College Lesson Plan format. (template enclosed). They will integrate lesson plans into a theme cycle

unit. A description of the theme cycle assignment follows. Methods instructors will review the lesson plan format with the students. b.

Regular Lessons: Students will develop lessons for the time period of the subject in the grade level that they are teaching. (Times will vary based on the

classroom schedule, teacher, and grade level.) The classroom teacher will provide the topic for the lesson.c.

Weekly Reflection: One general reflection will be completed for submission on Friday. This reflection should be no less than one page, double spaced.

Reflections on experiences will be discussed in special methods courses.


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d.Experiential Reflection: Student will prepare a written reflection of overall experience near the end of the semester.

e.Diversity Summary: Students are required to prepare a diversity summary at the conclusion of the experience to be included in the theme cycle. As all

students are diverse learners, all lesson plans are required to contain adaptations and accommodations to reflect not only documented needs, but also variations in

learning styles. 5.

Evaluation – Cooperating Teacher: The classroom teacher will provide feedback in terms of teaching style and subject content. Students should allow

for time after teaching to confer with the classroom teacher. Over the course of the semester, the cooperating teacher will evaluate the student, using the King’s lesson

plan evaluation, in three different subject areas, preferably related to language arts, science, and mathematics.6.

Evaluation – King’s Supervisor: King’s teacher candidates can expect at least one classroom observation. This observation will be followed by a

conference intended to provide coaching and feedback. It is the responsibility of the teacher candidate to provide the supervisor with a schedule of their teaching.7.

Theme Cycle Assignment

The purpose of the theme cycle is to integrate disciplines to make learning fun and attractive to students. One means to accomplish this enjoyment is to integrate lessons. For the interdisciplinary

theme cycle project, you will develop lessons in mathematics, language arts, and science according to the King’s College lesson plan format. The time-line for the theme cycle should extend for a

minimum of five (5) consecutive class days. Students will work individually with their cooperating teacher to develop a theme cycle designed for their assigned grade level. Each theme cycle will

include adaptations for students with special needs as well as sensitivity to students from different cultural backgrounds. All theme cycles will reflect the use of technology. (King’s Proficiencies 1.1,

1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 4.2, 5.1)

The thematic cycle will be assessed for each methods course (language arts, math, and science) according to the attached rubric.

I Written Section/Oral Presentation: 30% (20% for Portfolio & 10% for Presentation)

The written section is to be put in a binder that will include:

I.An integrated concept map / unit plan.

II.Introduction & timeline

III.Diversity Summary

IV.Theme Cycle Lesson Plans:

a. Pre-Assessment of Student Knowledge Related to Theme (ELA, Science and Math should be Pre-Assessed

b. Five (5) Lessons Using King’s College Lesson Plan Format

i.You must integrate each content are into at least two lessons (i.e. at least 2 lessons include mathematics, 2 include science and 2 include English language arts

c. Representative Artifacts/Samples of Student Work for Each Lesson

d. Reflections on each of five (5) the lessons should be included following each lesson plan and student work samples

e. Post-Assessment: Authentic Assessment and Assessment Rubric(s) to serve as summative assessment of learning throughout theme cycle. (this is in addition to any rubrics used to

assess student work within individual lessons) * Tests/Quizzes are Traditional, not Authentic

V.Technology Use Summary

VI.Communication with Families (Minimal Requirements Below)

a. Newsletter

b. Introductory and Departure/Thank You Letter to Families

c. Creation and Communication of an Interactive Activity (including materials) that a family could do together

d. Development of Classroom Website with Photos, Interactive Materials & Links for Students and Families related to each subject and Theme

e. Copy of school report card template with reporting categories with reflection regarding effectiveness of reporting categories and procedures for communicating progress

VII.Experiential Reflection

VIII.Required Documentation

a. Teacher evaluations for three (3) theme cycle lessons. Please turn these in to King’s College Supervisor as soon as each is completed for entry into TaskStream.

b. King’s Pre-Student Teaching Supervisor Evaluation This is retained by supervisor and entered into TaskStream.

c. Time Sheet: Please submit with Theme Cycle Portfolio

All completed components of Theme Cycle Portfolio Due: Monday, December 2, 2019 by 4:30 PM in Education Department. Students should include a typed list of

entries/portfolio components that are not included in binder and place this form in left folder of binder.

II Presentation (10 Minutes) - Oral Communication Rubric Included


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When presenting the interdisciplinary theme cycle, each individual will present their work to the King’s Colleagues and Community. Each individual is responsible for creating a visual presentation

using Prezi, PowerPoint, movie-maker, or any other visual presentation tool. Presentations may include video clips (no more than 5 minutes) that demonstrate their theme cycle in action. In addition,

you may showcase your class website. Each individual will present for approximately ten (10) minutes. Please note: it is your responsibility to be sure that your technology will work at the

presentation. Also, be sure that as you are taping, you consider such things as the volume and visuals you are presenting. In addition, it should be evident that you took time to prepare and practice

your presentation prior to standing in front of the group to present. Focus on key points rather than presenting a day by day list of everything you did while at your assigned school.


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Theme Cycle Contract – Fall 2019Theme Cycle Contract – Due Monday, November 4, 2019

A series of five (5) integrated lessons centering around one theme will be taught in the classroom and planned with input from the cooperating teacher is one

requirement of pre-student teaching teachers. Please fill in and discuss the assignment before signing off on a topic.

I, _____________________________________, have decided with input from my

(Student’s name)

Cooperating teacher ____________________________________ that I choose --

(Teacher’s name)

the topic _____________________________________________ for my theme cycle.

Please submit theme topic and signatures to Dr. Weiland by the due date.

Please sign:

Student: ____________________________________________ date: ____________

Cooperating teacher: __________________________________ date: ____________

King’s College


Information Exchange Sheet Due to Dr. Sunny Weiland by Wednesday, October 9, 2019

Student’s Name ___________________________________________

Phone # ___________________ E-mail __________________

Cooperating Teacher’s Name ________________________________

Phone # ___________________ E-mail __________________

Grade Level ______________________________________________

School Name _____________________________________________

Specific Subject Taught _____________________________________

Possible Themes Discussed: _________________________________

Final Theme Selected: _____________________________________


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King’s College Pre-Student Teaching Experience

Time Sheet for Fall 2019

Orientation Meeting with Teacher: Date _________ Time _________

Date Time Spent

In Classroom

(minimum 3 hrs)

Of this time, how much time spent

in collaboration with teacher?

Signature of Classroom Teacher

** You are expected to be in the classroom for the full day for the days designated as full days even if you have completed your hour requirement. There are

no exceptions to this requirement.

*** Theme Cycle Portfolio Due: ______________________________ by 4 PM in Education Department

****Theme Cycle Presentations: ____________________________________________


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Standard Components of the King’s College Lesson Plan

Instructional Objective(s)

State objectives in terms of what the pupils are expected to learn in observable form. Each objective should be linked to an assessment item.

Anticipatory Set/Motivation

In every lesson the teacher provides initial motivation and focus for the lesson.

Sometimes this focus takes the form of a review of previous knowledge important to this

lesson; at other times it is designed to gain the students' attention. Indicate the way

the lesson will be started.

Materials and Resources

Describe the instructional materials to be utilized by the teacher and the students. Include audio-visual and computer technology.

Procedures/ Input/ Modeling

Describe the sequence and approaches to be followed in lesson development.

Guided Practice/ Checking for Understanding

In every lesson the student practices the expected performance. This may include exercises completed with the teacher, examples done by students at the board, students reading orally, students working together

to complete assignments, games that allow the students to exhibit understanding, etc. Describe the procedure for the lesson.

Accommodations and Adaptations

Describe how you will differentiate instruction and create multiple pathways to meet the needs of your diverse students. Describe how you will meet the needs of your students with special needs.

Closure

The teacher helps students review what has been learned in the lesson. This may include a summary of the lesson, questions about what happened during the lesson, the students' report of their progress, an

evaluation by the teacher, relationship of this lesson to the next lesson or unit, or assignment of independent practice. Closure activities must involve all students and should relate to lesson objectives. Describe

the end the instructional experience.

Assessment (s)

Numbered assessments are aligned with numbered instructional objectives. There should be a correspondence between the two items.

Independent Practice/ Assignment

The student independently exhibits the behaviors set forth in the instructional

objectives. To accomplish this, the student might complete problems, write a paper,

do an experiment, give a report, complete a project, do research, etc. List the independent practice or assignment.

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King’s College Lesson Plan

Student Teacher ___________________________________________ Date______________________

Grade __________________________ Subject _________________ Topic_____________________

PA Academic Standards

PA Core Standards

National Standards

Objective

What are the students expected to learn at the end of the lesson?

Assessment(s)

Often formative.

Objective

What are the students expected to learn at the end of the lesson?

Assessment(s)

Often formative.

Add objectives, if needed. Add assessments, if needed.

Describe how you will differentiate instruction and create multiple pathways to meet the diverse needs of students.

Materials and Resources Needed Include materials used by the teacher and students as well as audio-visual and computer technology.

Anticipatory Set/Motivation What “grabs” the students’ attention? Sometimes takes the form of a review of a previous lesson.

Procedures Include the sequence of the lesson and a brief description of the various teaching methods/instructional strategies to be used. Examples: input, modeling, guided practice& checking for understanding where appropriate. Give examples of how

the student practices the expected performance (checking for understanding.)

Closure Helps students review what they learned in the lesson (see objectives.) Closure activities must involve all students.

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Assignment Describe the independent practice/assignment that demonstrates how the students exhibit the behavior set forth in the objectives. (Complete problems, write a paper, complete a project, do research, etc.)

Post Lesson Reflection for Observed Classes:

Upon the completion of the lesson, write a short reflection on the lesson including these areas:

1. academic strengths/areas to improve

2. classroom management strengths/areas to improve

3. any other additional reflections on the lesson

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King’s College

Pre-Student Teaching Experience Reflection

Student ______________________________ Date __________________________________

Teacher ______________________________ Subject ________________________________

Grade Level __________________________

Final Reflection: Reflect on your experience in the Pre-Student Teaching Experience. Your reflection should include:

(1) How the experience benefited you?

(2) What would you change if you had the opportunity?

(3) What did you learn about teaching?

(4) What did you learn about yourself?

King’s College


Diversity Summary

Teacher Candidate ______________________________ Date __________________________________

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Cooperating Teacher ______________________________ Age ___________________________

Grade Level __________________________ Classroom Location _______________________________

Please discuss the student population within in the classroom. What adaptations need to be made based on the needs of your students? Explain your choices and why these choices

were necessary.

Include diversity found in the classroom including:

● age,

● gender,

● culture,

● ability,

● skill,

● disability,

● modality,

● & medical

● and detailed description as to how differentiation will take place to meet all learner needs.

PENNSYLVANIA’S CODE OF PROFESSIONAL PRACTICE AND CONDUCT FOR EDUCATORS

Section 1. Mission

The Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical

conduct in the teaching profession

Section 2. Introduction

(a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional

educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private

reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC)

was charged by the act of December 12, 1973 (P.L. 397, No. 141) (24P.S. §§ 12-1251 – 12-1268), known as the Teacher Certification Law, with adopting a Code by July 1, 1991. See 24 P.S. § 12-1255(a)(10).

(b) This chapter makes explicit the values of the education profession. When individuals become educators in this Commonwealth, they make a moral commitment to uphold these values.

Section 3. Purpose

(a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a

manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from

entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public.

(b) Professional educators recognize their primary responsibility to the student and the development of the student’s potential. Central to that development is the professional educator’s valuing the worth and dignity of every person, student

and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and

technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of

the human experience.

Section 4. Practices

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(a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator’s conduct toward students and

colleagues, and the educator’s employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section

(b) Professional educators are expected to abide by the following:

(1) Professional educators shall abide by the Public School Code of 1949 (24 P.S. §§ 1-101 – 27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the Public Employee Relations Act

(43 P.S. §§ 1101.1201(a)(1), (2) and (4) and (b)(1), (2), and (4) and this chapter.

(2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept

assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher

certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science.

(3) Professional educators shall maintain high levels of competence throughout their careers.

(4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture,

religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive.

(5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning.

(6) Professional educators shall impart to their students principles of good citizenship and societal responsibility.

(7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of

dignity, privacy and respect.

(8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment.

(9) Professional educators shall keeping confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the

professional educator.

(10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student’s health and safety.

Section 5. Conduct

Individual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of §§ 235.6-235.11 may constitute an independent basis for private or public reprimand, and may be used as supporting

evidence in cases of certification suspension and revocation.

Section 6: Legal obligations

(a) The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P.L. 397, No. 141) (24 P.S. §§12-1251-12-1268), known as the Teacher Certification Law.

(b) The professional educator may not engage in conduct prohibited by:

(1) The Public School code of 1949 (24 P.S. §§ 1-101-27-2702) and other laws relating to the schools or the education of children.

(2) The applicable laws of the Commonwealth establishing ethics of public officials and public employees, including the act of October 4, 1978 (P.L. 883, No. 170) (65 P.S. §§ 401-413), known as the Public Official and Employee Ethics

Law.

(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.

Section 7. Certification

The professional educator may not:

(1) Accept employment, when not properly certificated, in a position for which certification is required.

(2) Assist entry into or continuance in the education profession of an unqualified person.

(3) Employ, or recommend for employment, a person who is not certificated appropriately for the position.

Section 8. Civil Rights


(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow

professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.

(2) Interfere with students or colleague’s exercise of political and civil rights and responsibilities.

Section 9. Improper personal or financial gain

(1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment.

(2) Exploit a professional relationship for personal gain or advantage.

Section 10. Relationships with students


(1) Knowingly and intentionally distort or misrepresent evaluations of students.

(2) Knowingly and intentionally misrepresent subject matter or curriculum.

(3) Sexually harass or engage in sexual relationships with students.

(4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal obligations as defined within this section

Section 11. Professional relationships


(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or privilege in being an educator.

(2) Knowingly and intentionally distort evaluations of colleagues.

(3) Sexually harass a fellow employee.

(4) Use coercive means or promise special treatment to influence professional decisions of colleagues.

(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing agency actual or suspected violations of law, agency regulations or standards.

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PK-4 Theme Cycle Project Updated Fall 2019

Directions: The evidence included in the pre-student teaching portfolio will be evaluated using the indicators contained within each category of the rubric. In the case that an

artifact contains evidence that supports more than one category, an average will be calculated for each section. Please see the last page for the grading scale outlining

relationship between total points and corresponding letter grade.

Unsatisfactory

Beginning Teacher

0

Beginning Teacher

1

Basic Beginning Teacher

2

Developing Basic

Teacher

3

Competent Beginning Teacher

4

Score/Level

Concept Map & Cross-Curricular

Connections

(Portfolio contains five (5) Lessons,

integration of each content area

twice, connections graphically

represented, concepts and skills

stated in measurable terms and

means of gathering the data)

NAEYC 4b, 4c, 5a, 5b, 5c, 6d

CEC #3.1; 3.2, 5.7

No Concept Map Included The concept map:

● Fails to illustrate

the integration of science,

literacy and mathematics in at

least two lessons.

● Does not state

what students will be learning

and doing in alignment with

each content area integrated.

● Does not show

links within graphic organizer.

● Content is not

age and developmentally

appropriate.

● Failed to make

connection choices that

demonstrate the candidate’s

knowledge of how children at

these stages of development

connect ideas and

consideration of all students’

needs and abilities is not

demonstrated

The concept map:

● Illustrates

partial integration of science,

literacy and mathematics by

incorporating each content

area in at least two lessons.

● Attempts to

states what students will be

learning or what students will

be doing.

● Graphic

organizer does not clearly

display links and

relationships between

integrated content areas.

● Content is


appropriate.

● Connection

choices demonstrate the

candidate’s knowledge of

how children at these stages

of development connect

ideas and consideration of all

students’ needs and abilities

is demonstrated through

implementation.

The concept map:

● Illustrates

partial integration of

science, literacy and

mathematics by

incorporating each content

area in at least two

lessons.

● Attempts to

state what students will be

learning and doing in

alignment with each

content area integrated.

● Graphic

organizer displays links and

relationships between

integrated content areas.

● Content is


appropriate.

● Connection


candidate’s knowledge of

how children at these

stages of development

connect ideas and

consideration of all

students’ needs and

abilities is demonstrated

through implementation.

The concept map:

● Illustrates full

integration of science, literacy and

mathematics by incorporating each

content area in at least two lessons

of five lessons.

● Clearly states what

students will be learning and doing

in alignment with each content

area integrated.

● Graphic organizer

displays links and relationships

between integrated content areas.

● Content is age and

developmentally appropriate.

● Connection


candidate’s knowledge of how

children at these stages of

development connect ideas and

consideration of all students’ needs

and abilities is demonstrated

through implementation.

Introduction (includes grade level,

description of theme,

reflection, timeline)

NAEYC 3b, 4a, 4d, 5a

No Introduction Included Introduction includes details

of theme cycle placement

including one of the following:

∙ Description of theme

selected

● Description of

grade level

∙ Reflection on choice

∙ Daily Timeline detailing

all activities with students

while in field

Introduction includes details of

theme cycle placement

including effectively including

two of the following:


selected

● Description of

grade level


∙ Daily Timeline detailing all

activities with students while in

field

Introduction includes

details of theme cycle

placement including

effectively including three

of the following:


● Description

of grade level


∙ Daily Timeline

detailing all activities with

students while in field

Introduction includes details of

theme cycle placement including

all of the following:

∙ Description of theme selected

● Description of

grade level


∙ Daily Timeline detailing all

activities with students while in

field

16

Diversity Summary

NAEYC 1a, 1c, 2a

CEC 1.1, 1.2, 5.1, 6.3

Candidate does not

summarize diversity found in

the classroom including:

age,

gender,

culture,

ability,

skill,

disability,

modality,

& medical

nor include description as to

how differentiation will take

place.

Candidate summarizes

diversity found in the

classroom including:

age,

gender,

culture,

ability,

skill,

disability,

modality,

& medical

and description as to how

differentiation will take place to

meet some learner needs.

Candidate summarizes

diversity found in the

classroom including:

age,

gender,

culture,

ability,

skill,

disability,

modality,

& medical

and description as to how

differentiation will take

place to meet most learner

needs.

Candidate thoroughly summarizes

diversity found in the classroom

including:

age,

gender,

culture,

ability,

skill,

disability,

modality,

& medical

and detailed description as to how

differentiation will take place to

meet all learner needs.

English Language Arts

NAEYC #4c, 5a, 5b, 5c

CEC #3.1, 3.2, 5.4, 5.1, 5.7

Student met one or less of

the following criteria:

● Taught

English language arts by

using age- appropriate

teaching strategies.

● A variety

of authentic literacy

materials (texts) were used

in the lessons.

● “Real

world” connections and/or

skills were demonstrated.

● Lesson

plans are developed based

on best practices from

research based principles

and theories.

● Student

made no English language

arts mistakes in their

teaching

Student met two of the

following criteria:

● Taught

English language arts by using

age- appropriate teaching

strategies.

● A variety of

authentic literacy materials

(texts) were used in the

lessons.

● “Real world”

connections and/or skills were

demonstrated.

● Lesson plans

are developed based on best

practices from research based

principles and theories.

● Student made

no English language arts

mistakes in their teaching

Student met three of the

following criteria:

● Taught English

language arts by using age-

appropriate teaching strategies.

● A variety of


(texts) were used in the lessons.



demonstrated.

● Lesson plans




● Student made

no English language arts

mistakes in their teaching

Student met four of the

following criteria:

● Taught

English language arts by

using age- appropriate


● A variety of


(texts) were used in the

lessons.

● “Real



● Lesson




and theories.

● Student

made no English language

arts mistakes in their

teaching

Student met all of following criteria:

● Taught English

language arts by using age-

appropriate teaching strategies.

● A variety of

authentic literacy materials (texts)

were used in the lessons.



demonstrated.

● Lesson plans are

developed based on best practices

from research based principles and

theories.

● Student made no

English language arts mistakes in

their teaching

Science


CEC #3.1, 3.2, 5.1, 5.7

Student met one or less of

the following criteria:

● Taught

Science by using age-

appropriate teaching

strategies.

● A variety

of materials (texts,

phenomenon) were used in

the lessons

● “Real


skills were demonstrated to

develop conceptual

understanding

Student met two of the

following criteria:

● Taught



strategies.

● A variety of

materials (texts, phenomenon)

were used in the lessons



demonstrated to develop

conceptual understanding

● Lesson plans

Student met three of the

following criteria:

● Taught Science

by using age- appropriate


● A variety of

materials (texts, phenomenon)

were used in the lessons





● Lesson plans


Student met four of the

following criteria:

● Taught



strategies.

● A variety of

materials (texts,

phenomenon) were used in

the lessons





Student met all of the following

criteria:

● Taught Science by

using age- appropriate teaching

strategies.

● A variety of

materials (texts, phenomenon) were

used in the lessons



demonstrated to develop conceptual

understanding



17

● Lesson




and theories.

● Student

made no Science mistakes

in their teaching




● Student made

no Science mistakes in their

teaching



● Student made

no Science mistakes in their

teaching

● Lesson




and theories.

● Student

made no Science mistakes in

their teaching


theories.

● Student made no

Science mistakes in their teaching

Mathematics


CEC #3.1, 3.2, 5.1, 5.7

Student met one or none of

following criteria:

● Taught

mathematics by using age-

appropriate problem-solving

tools.

● A variety

of manipulatives and visual

materials were used in the

lessons.

● “Real

world” examples and/or


● Lesson

plans are developed based on

best practices from research

based principles and

theories.

● No

mathematical mistakes were

made.

Student met two of the following

criteria:

● Taught



tools.

● A variety of

manipulatives and visual


lessons.


examples and/or skills were

demonstrated.

● Lesson plans




● No


made.

Student met three of the following

criteria:

● Taught


appropriate problem-solving tools.

● A variety of

manipulatives and visual materials




demonstrated.




theories.

● No mathematical

mistakes were made.

Student met four of following

criteria:

● Taught



tools.

● A variety of

manipulatives and visual


lessons.



demonstrated.

● Lesson plans




● No


made.

Student met all of the following

criteria:

● Taught


appropriate problem-solving tools.

● A variety of

manipulatives and visual materials




demonstrated.




theories.

● No mathematical

mistakes were made.

THEME CYCLE LESSON

EVALUATION

Objectives

NAEYC 5a

CEC #5.6

No objectives stated. Objectives stated but do not

include what students will

know or be able to do and are

procedural in nature

Objectives are not aligned

with stated academic

standards.

Objective(s) stated but not

stated in the form of what

students will know or be able

to do

Objectives are partially aligned

with stated academic

standards.

Some objective(s) stated

with reference to what

students will know and be

able to do

Objectives are mostly

aligned with stated

academic standards.

Objective(s) clearly stated with

reference to what students will

know and be able to do and

includes how the students will

demonstrate what they know and

are able to do and under what

circumstances this will take place.

Objectives completely aligned with

stated academic standards.

Academic Standards

NAEYC 5a, 5b, 5c

CEC #3.1

No standards included No alignment with PA

Academic Standards and PA

Core Standards.

Inaccurate or incomplete

alignment with PA Academic

Standards and/or PA Core

Standards.

Some accurate alignment

with PA Academic

Standards and/or PA Core

Standards

Complete Alignment with PA

Academic Standards and/or PA

Core Standards accurate and

reflects integration of more than

one content area.

Cognitive Level

NAEYC 5a, 5b, 5c

Cognitive level of the

lesson (Bloom or Webb)

Cognitive level of the lesson

not appropriate and/or linked


appropriate but not linked to

Cognitive level of the

lesson appropriate and


appropriate, linked to objective(s)

18

CEC #5.6, 5.7 not stated nor can be

determined

to objective(s) objective(s) linked to stated objective(s) and refers to what students will

know, understand and be able to

do as part of learning outcome

Materials and Resources

NAEYC 4b

No Materials Listed Materials do not align with

learning outcomes.

Materials are not

developmentally appropriate.

Materials are partially aligned

with learning objectives.

Materials are developmentally

appropriate.

A variety of instructional

materials used and are

partially aligned with the

lesson objectives.

Materials are

developmentally

appropriate.

A variety of instructional materials

used and are fully aligned with

advancing the lesson objectives

Materials are developmentally

appropriate

The candidate uses their

knowledge to identify and use high

quality resources (including books,

standards, documents, web

resources and individual who have

specialized expertise).

Anticipatory Set

NAEYC 1c

CEC #3.1, 4.1, 5.1

Anticipatory set with

involves minimal to no

active student

participation and

engagement (0 - 19%).

Anticipatory set with little

active student participation

and engagement (20-39%).

Anticipatory set did not build on

students’ prior knowledge or

did not motivate students.

Low levels of active student

participation and engagement

(40-59%)

Anticipatory set built on

students’ prior knowledge

and motivated students

Some active student

participation and

engagement (60-79%)

Anticipatory set was built on

students’ prior knowledge and

motivated the students to learn.

High levels of active student

participation and engagement (80-

100%).

Instructional Procedures

NAEYC 1c, 4b, 4c

CEC #5.1, 5.6, 5.7

No instructional

procedures

Instructional procedures are

not clear.

Instructional procedures

demonstrate plans to engage

students in learning a very

low proportion of the time (0-

39%%).

Instructional procedures do

not align with learning

objectives.


not include instructional

groups to support student

learning and differentiation.


not aligned with learning

needs of students.


not engage students in

learning.

Procedures do not include

modeling and guided

practice.


somewhat clear.



students in learning a small

proportion of the time (40-

59%).


partially aligned with learning

objectives.


include some instructional




partially aligned with learning

needs of students.

Instructional procedures do not

engage students in learning.

Procedures reflect some

modeling but no guided

practice.


are clear.


demonstrate plans to

engage students in learning

a moderate proportion of

the time (60-79%).


are aligned with learning

objectives.


include some instructional





needs of students.

Procedures reflect some

modeling and guided

practice.

Instructional procedures are clear

and include pacing information and

transition information.



students in learning a high

proportion of the time (80 – 100%).

Instructional procedures are fully

aligned with learning objectives.

Instructional procedures include

instructional groups to support

student learning and differentiation.

Instructional procedures are fully

aligned with learning needs of

students.

Procedures reflect explicit

modeling and guided practice with

details of alternate strategies for

guided practice and additional

modeling opportunities for diverse

learners.

Adaptations

NAEYC 1a, 3b, 3c, 6d, 6e

CEC#1.2, 2.2, 3.2, 3.3, 5.2, 5.3

No adaptations included No plans to provide

appropriate adaptive and / or

inclusive teaching and

learning strategies.

No plans to accommodate for

students with individualized

instruction plans

No plans to accommodate for

diverse learners.

Alternate assessments for

students with exceptional

needs were not utilized.

Plans to integrate adaptive and

inclusive teaching and learning

strategies, but strategies are

not fully aligned with learner

needs.

Plans to accommodate for

some students with

individualized instruction plans.

Plans to adapt for some

diverse learners.

When necessary, a few

alternate assessments for


needs were utilized

Plans include integration of

adaptive and inclusive

teaching and learning

strategies that align with

learner needs.

Plans to accommodate for

some students with

individualized instruction

plans.

Plans to adapt for many

diverse learners including

those having learning

needs, English language

learners, and students

needing enrichment.

When necessary, some

alternate assessments for

Plans include integration of

adaptive and inclusive teaching

and learning strategies that fully

align with learner needs.

Plans to accommodate for all

students with individualized

instruction plans.

Plans to adapt for all diverse

learners including those having

learning needs, English language

learners, cultural differences,

learning preferences, and students

needing enrichment.

When necessary, alternate

assessments for students with

exceptional needs were utilized.

19


needs were utilized

Closure

NAEYC 3a, 4b

CEC# 4.1

No plans for closure Closure does not relate to

lesson.

Closure includes the teacher

summarizing key points or the

students summarizing one

idea.

Closure includes the

students summarizing key

points.

Closure includes all students

summarizing key points of the

lesson and synthesizing onto

coherent whole.

Closure activities provide students

with preview into future learning.

Assessments and Evaluation

Pre-Assessment

Formative Assessments

Post-Assessment (Authentic

Assessment)

NAEYC 3a, 3b, 3c, 3d

CEC# 4.1, 4.2, 4.3, 4.4

Student demonstrates at

an unsatisfactory level

one or less of the of the

following:

● Evidence

of aligned pre-

assessment, formative

assessments and

authentic assessment.

● Assessme

nts are aligned with

learning expectations and

are part of the planned

procedures for learning.

● There is

evidence that assessment

information was used to

guide planning of future

lessons.

● Post-

assessment is

authentic/performance

based and includes a

rubric aligned with

learning objectives.

● No report

card nor reflection

submitted

Student demonstrates at a

beginning level one or more

of the of the following:

● Evidence of

aligned pre-assessment,

formative assessments and


● Assessments


expectations and are part of

the planned procedures for

learning.

● There is




lessons.

● Post-

assessment is

authentic/performance based

and includes a rubric aligned


● School report

card submitted with no

reflection related to alignment

between report card

categories and academic

expectations.


basic level two or more of the

of the following:

● Evidence of




● Assessments


expectations and are part of

the planned procedures for

learning.

● There is


information was used to guide

planning of future lessons.

● Post-

assessment is

authentic/performance based

and includes a rubric aligned


● School report

card submitted with limited

reflection related to alignment

between report card categories

and academic expectations.


developing level three or

more of the of the following:

● Evidence of




● Assessmen

ts are aligned with learning

expectations and are part

of the planned procedures

for learning.

● There is




lessons.

● Post-

assessment is

authentic/performance

based and includes a rubric

aligned with learning

objectives.

● School

report card submitted with

partial reflection related to

alignment between report

card categories and

academic expectations.


competent level all of the following:

● Evidence of

aligned pre-assessment, formative

assessments and authentic

assessment.

● Assessments are

aligned with learning expectations

and are part of the planned

procedures for learning.

● There is evidence

that assessment information was

used to guide planning of future

lessons.

● Post-assessment is

authentic/performance based and

includes a rubric aligned with

learning objectives.

● School report card

submitted with reflection related to

alignment between report card

categories and academic

expectations.

Technology

NAEYC 4b, 6c

CEC #5.2, 5.3

No evidence of

technology integration.

Teacher has one type of

technology integrated into the

lessons.

or

Students in the classroom

use one form of technology.

Teacher has one type of

technology integrated into the

lessons.

Students in the classroom use

one form of technology.

Teacher has two types of

technology integrated into

the lessons.

Students in the classroom

use one form of

technology.

Teacher using multiple (three or

more) types of technology

integrated into the lessons.

Students in the classroom use two

or more different technological

applications.

Family-School-Community

Partnerships

● Newsletter

● Introductory

Letter /Thank you Letter

● Interactive Family

Activity with Manipulatives or

Interactive Website

NAEYC 2a, 2b, 2c, 4a, 6a, 6c

No evidence of

communication with

parents and families.

Student creates each of the

following family connections

at a beginning level one or

more of the following or an

artifact is missing:

● Newsletter

● Introductory

Letter/Thank you Letter

● Interactive


following family connections at

a basic level one or more of

the following:

● Newsletter

● Introductory


● Interactive

Family Activity with


following family

connections at a

developing level two or

more of the following:

● Newsletter

● Introductory


● Interactive


following family connections at a

competent level of performance:

● Newsletter

● Introductory


● Interactive Family

Activity with Manipulatives or

Interactive Website

20

CEC #2.1, 6.4, 7.1, 7.2, 7.3: Family Activity with

Manipulatives or Interactive

Website


Website

Family Activity with


Website

Reflection

NAEYC 4d, 6c, 6d

No reflection provided. Student creates each of the

following reflections at a

beginning level of

performance:

● Experiential

reflection on the pre-student

teacher experience;

● ideas for

revisions to theme and/or

lessons based on

experiences.


following reflections at a basic

level of performance:

● One reflection

per each lesson

● Experiential


teacher experience; with ideas

for revisions to theme and/or

lessons based on experiences.



developing level of

performance:

● One

reflection per each lesson

● Experiential

reflection on the pre-

student teacher

experience; with ideas for

revisions to theme and/or

lessons based on

experiences.



competent level of performance:

● One thorough

reflection per each lesson

● Experiential


teacher experience; with ideas for

revisions to theme and/or lessons

based on experiences.

Conventions Poor quality of

professional writing

is evidenced by 8 or

more errors in clarity

of writing, spelling,

usage &/or grammar

Fair quality of

professional writing is

evidenced by 5-7 errors

in clarity of writing,

spelling, usage &/or

grammar

Professional writing is

evidenced by 3-4 errors

in clarity of writing,

spelling, usage &/or

grammar

Professional writing is

evidenced by 1-2

errors in clarity of

writing, spelling,

usage &/or grammar

Professional attention to

formal writing is evidenced

by clarity in writing as well

as absence of spelling,

usage, and grammatical

errors

Presentation

(see attached rubric)

NAEYC 6a

0 to 20% on rubric

(<1)

21 to 40% on rubric (1

to 1.67)

41 to 60% on rubric (1.68

to 2.34)

61 to 80 % on rubric

(2.35 to 3.33)

81 to 100 % on rubric

(3.33 to 4.0)

Total Points Earned: ________________________ out of 72 possible points

● ELA, Science and Math (Average Score Used)

Total Points Earned out of 72 Letter Grade Corresponding %

72-71 A 100%

70 – 67 A 95 %

66 – 65 A- 90%

64 – 61 B + 85%

60 - 58 B 83%

57 B- 80 %

43-40 C+ 76 %

39-38 C 72 %

37-36 C- 70 %

35-34 D 67 %

34 – 20 F 60%

20 – 0 F 0%

21

KING’S COLLEGE: Oral Communication - Master Grading Rubric

Student: ____________________ Course: _______________ Grade: _______________

4 .67 .33 3 .67 .33 2 .67 .33 1 .67 .33 0

ELEMENTS EXCEPTIONAL

(>3.33 @Above “B+” )

GOOD

(3.00 @“B”)

AVERAGE

(2.00 @“C”)

DEFICIENT

(<2.0 @Below “C“)

I.

CONTENT:

*Purpose Statement

*Main & Sub Ideas

*Supporting Details

*Discipline-Specific

Content

-Purpose was crystal clear, thorough,

& eloquent.

-Ideas were thorough, accurate, substantive,

& clear.

-Supporting Details

were very substantive

& very nicely varied.

-Purpose was clear and thorough.

-Ideas were clear, accurate, & thorough.

-Supporting Details were substantive &

somewhat varied.

-Purpose was sufficiently clear & literate.

-Ideas were sufficiently clear & accurate.

-Supporting Details were sufficient, but needed

much more substance & variety.

-Purpose was unclear &/or ill-worded.

-Ideas were unclear &/or inaccurate.

-Supporting Details were not adequate in

quality &/or quantity.

4 .67 .33 3 .67 .33 2 .67 .33 1 .67 .33 0

II.

ORGANIZATION:

*Framing Message

w/ Introduction

& Summary

*Design, Sequence,

& Structure of Ideas

*Transitional

Language

*Timing-Out Message


Formatting

-Intro & Summary, (including ‘Opener’

& ‘Closer’) were very clear, effective,

& compelling.

-Main & Sub Ideas were very clearly &

logically formatted & developed.

-Transitional Phrasing was functional,

effective, & strategic.

-Presentation was very nicely balanced in time

& idea development throughout message.

-Demonstrated effective & strategic utilization

of expected formatting for message.


& ‘Closer’) clearly & effectively framed

the message.

-Main & Sub Ideas were clearly & logically

developed.

-Transitional Phrasing was both functional

& effective.

-Presentation hit time constraints and was

mostly well balanced in idea development.

-Demonstrated effective command of expected

formatting for message.


& ‘Closer’) functionally framed the message.

-Main & Sub Ideas at least sufficiently covered

topic.

-Transitional Phrasing was fully present.

-Presentation hit basic overall time constraints

for length.

-Demonstrated some command of expected

formatting for message.

-Intro &/or Summary, (including ‘Opener’

&/or ‘Closer’) were missing or deficient.

-Main & Sub Ideas did not sufficiently cover

the topic.

-Transitional Phrasing was missing or only

partially present.

-Presentation either ran significantly long or

significantly short.

-Demonstrated little

or no understanding of expected formatting for

message.

4 .67 .33 3 .67 .33 2 .67 .33 1 .67 .33 0

III.

LANGUAGE:

*Correctness, Clarity,

Concreteness, &

Conciseness of

Wording


Terminology

*Color & Creativity

in Word Choice

-Wording was correct

& clear & eloquent in grammar & syntax.

-Wording was most effectively concise,

concrete, & compelling.

-Demonstrated effective & strategic utilization

of pertinent terminology

throughout message.

-Wording was consistently colorful, creative, &

strategic.

-Wording was competently correct & clear in

grammar

& syntax.

-Wording was concrete and concise enough for

the subject matter.

-Demonstrated effective command of pertinent

terminology.

-Wording manifested consistent color &/or

creativity in message.

-Wording was mostly correct & clear in

grammar & syntax.

-Wording was generally concise enough but

needed to be more concrete for the matter.

-Demonstrated some command of pertinent

terminology at times.

-Wording manifested some color & creativity

in message.

-Wording was too frequently incorrect &/or

unclear in grammar & syntax.

-Wording was too vague &/or too rambling

&/or too abstract.

-Demonstrated little

or no understanding of pertinent terminology.

-Wording lacked color & creativity.

4 .67 .33 3 .67 .33 2 .67 .33 1 .67 .33 0

IV.

DELIVERY:

*Vocal Delivery

*Non Vocal Delivery

*Execution of

Performance Aids

-Volume, Tone, & Rate were most effectively

varied, animated,

& expressive.

-Articulation

& Pronunciation were executed correctly

& precisely.

-Facial Expression

& Eye Contact were very consistent &

expressive.

-Posture & Movement were very consistent

&/or demonstrative.

-Performance Aids were nicely & strategically

designed & executed.

-Volume, Tone, & Rate were nicely varied,

animated, & expressive.

-Articulation

& Pronunciation manifested few inaccuracies.

& accurate.

-Facial Expression

& Eye Contact were generally expressive.

-Posture & Movement were comfortable

& easy.

-Performance Aids were well designed &

executed.

-Volume, Tone, & Rate were somewhat varied,

& expressive.

-Articulation &/or

Pronunciation manifested some inaccuracies.

-Facial Expression

& Eye Contact were somewhat expressive.

-Posture & Movement were not problematic.

-Performance Aids were adequately designed

& executed.

-Volume, Tone, & Rate were unvaried &

inexpressive.

-Articulation &/or Pronunciation were too

frequently incorrect &/or unclear.

-Facial Expression

& Eye Contact were

too inconsistent and uncommunicative.

-Posture &/or Movement were uneasy &/or

distracting, &/or anxious.

-Performance Aids were poorly designed &/or

executed.

4 .67 .33 3 .67 .33 2 .67 .33 1 .67 .33 0

V.

PRESENCE:

-Anxiety was not at all evident in presentation.

-Presentation was poised, confident,

-Anxiety was mostly well-managed.

-Presentation was poised & confident.

-Anxiety was at times evident in presentation.

-Presentation was adequately poised but need

-Anxiety significantly affected presentation

-Presentation lacked poise & confidence.

22

*Manifested

confidence &

command in

Delivery.

*Manifested

enthusiasm

& energy in

Presence.

*Gave a Full &

Genuine Effort

*Execution in

Performance Mode

& commanding.

-Message manifested high energy & abundant

enthusiasm for subject.

-Effort was above and beyond expectation for

the task.

-Smooth & seamless execution.

-Message was delivered with good energy

& obvious enthusiasm.

-A full & genuine effort was clearly

manifested.

-Solid & competent execution of planned mode

of delivery.

more confidence.

-Message was delivered with sufficient energy

but lacked enthusiasm.

-Preparedness & effort was sufficient for the

task.

-Adequate execution, but uneasy at times in

mode of delivery.

-Message manifested little energy or

enthusiasm.

-Preparedness & effort were clearly at question.

-Very problematic execution of planned mode

of delivery.

Note: 1) Italicized elements in green are subject to substitution per academic discipline and subject matter pertinent thereto, & 2) instructors may look to determine relative emphasis of each grading element from assignment to assignment.

Evaluator(s): ____________________ Date: __________

23

GRADE LEGEND:

A = >3.67

A- = 3.67

B+ = 3.33

B = 3.00

B- = 2.67

C+ = 2.33

C = 2.00

C- = 1.67

D = 1.00

F = <1.00

24

King’s College

Pre-Student Teaching Semester

Rubric to Assess Professionalism

** This form must be completed by the cooperating teacher at the conclusion of your placement and turned in as a component of your theme cycle portfolio.

Pre-Student Teaching Student Signature: _______________________________________

Cooperating Teacher Signature: __________________________________________

Date of Completion: ________________________________

1 2 3 4

Fails to speak or act in a

professional manner.

Displays lack of confidence or

limited enthusiasm for teaching

or for working with students;

Shows lack of sincerity or

concern for students or their

families;

Is not punctual or dependable.

Speaks or acts in a professional

manner.

Displays some lack of confidence but

is optimistic about learning to work

with students and families and to

teach well;

Shows a willingness to learn and

grow;

Is sometimes not punctual or

dependable.

Speaks and acts in a

professional manner.

Displays confidence and

enthusiasm for teaching and

working with students and

families;

Makes constant efforts to learn

and improve practice;

Is mostly punctual and

dependable.

Speaks and acts in a professional manner.

Projects enthusiasm and a high degree of

energy for teaching;

Displays a genuine concern for students and

families that translates into a constant

pursuit of opportunities to grow and learn as

a teacher and as an advocate for students;

Is always punctual and dependable.

KING'S COLLEGE EDUCATION DEPARTMENT

PERMISSION FOR PHOTOGRAPH/VIDEOTAPING FORM

Dear Parent/ Guardian,

As part of the pre-student teaching experience at King’s College, I may need to photograph or videotape a brief clip of one of more of my lessons or projects. The purpose of this documentation is view my

teaching and corresponding instructional materials I have created.

I am requesting your permission to have your son/ daughter/ ward participate in the photography and/or videotaping. The photographs/videotape will not identify your son/ daughter/ ward by full name, school,

or personal information. The materials will not be used for public viewing.

Please read the permission statement below, indicate your choice and return the completed form to school.

Sincerely,

_________________________________

Student Teacher

_________________________________

Classroom Teacher

25

------------------------------------------------------------------------------------------------------------

_____ I give permission for my son/ daughter/ ward to participate in the photography/videotaping of classroom lessons. I understand that the videotape will be used for educational purposes only and that my

son’s/ daughter’s/ ward’s identity will be protected.

_____ I do not give permission for my son/ daughter/ ward to participate in the photography/videotaping of classroom lessons. I understand that the videotape will be used for educational purposes only and that

my son’s/ daughter’s/ ward’s identity will be protected.

Student_______________________________________ Date _________________________

Parent’s or Guardian’s Signature _____________________________

26

Appendix A: Teacher Evaluation Rubric

27

King's College Pre-Student Teaching Evaluation

Unsatisfactory Basic Proficient Distinguished

1a:

Demonstrating

knowledge of

content and

pedagogy

In planning and practice,

the teacher candidate

makes content errors or

does not correct errors

made by students. The

teacher candidate displays

little understanding of

prerequisite knowledge

important to student

learning of the content.

The teacher candidate

displays little or no

understanding of the range

of pedagogical approaches

suitable to student learning

of the content.

The teacher candidate is

familiar with the important

concepts in the discipline but

displays a lack of awareness of

how these concepts relate to

one another. The teacher

candidate indicates some

awareness of prerequisite

learning, although such

knowledge may be inaccurate

or incomplete. The teacher

candidate’s plans and practice

reflect a limited range of

pedagogical approaches to the

discipline or to the students.


displays solid knowledge of

the important concepts in

the discipline and how these

relate to one another. The

teacher candidate

demonstrates accurate

understanding of

prerequisite relationships

among topics. The teacher

candidate’s plans and

practice reflect familiarity

with a wide range of

effective pedagogical

approaches in the subject.

The teacher displays extensive

knowledge of the important

concepts in the discipline and how

these relate both to one another

and to other disciplines. The

teacher demonstrates

understanding of prerequisite

relationships among topics and

concepts and understands the link

to necessary cognitive structures

that ensure student understanding.

The teacher’s plans and practice

reflect familiarity with a wide

range of effective pedagogical

approaches in the discipline and

the ability to anticipate student

misconceptions

1b:

Demonstrating

knowledge of

students


displays minimal

understanding of how

students learn—and little

knowledge of their varied

approaches to learning,

knowledge and skills,

special needs, and interests

and cultural heritages—

and does not indicate that

such knowledge is

valuable.

The teacher candidate displays

generally accurate knowledge

of how students learn and of

their varied approaches to

learning, knowledge and skills,

special needs, and interests

and cultural heritages, yet may

apply this knowledge not to

individual students but to the

class as a whole.


understands the active

nature of student learning

and attains information

about levels of development

for groups of students. The

teacher candidate also

purposefully acquires

knowledge from several

sources about groups of

students’ varied approaches

to learning, knowledge and

skills, special needs, and

interests and cultural

heritages

The teacher understands the active

nature of student learning and

acquires information about levels

of development for individual

students. The teacher also

systematically acquires knowledge

from several sources about

individual students’ varied

approaches to learning, knowledge

and skills, special needs, and

interests and cultural heritages.

1c:

Setting

instructional

outcomes

The outcomes represent

low expectations for

students and lack of rigor,

and not all of these

outcomes reflect important

learning in the discipline.

They are stated as student

activities, rather than as

outcomes for learning.

Outcomes reflect only one

type of learning and only

one discipline or strand

and are suitable for only

some students.

Outcomes represent

moderately high expectations

and rigor. Some reflect

important learning in the

discipline and consist of a

combination of outcomes and

activities. Outcomes reflect

several types of learning, but

the teacher candidate has made

no effort at coordination or

integration. Outcomes, based

on global assessments of

student learning, are suitable

for most of the students in the

class.

Most outcomes represent

rigorous and important

learning in the discipline

and are clear, are written in

the form of student learning,

and suggest viable methods

of assessment. Outcomes

reflect several different

types of learning and

opportunities for

coordination, and they are

differentiated, in whatever

way is needed, for different

groups of students.

All outcomes represent high-level

learning in the discipline. They are

clear, are written in the form of

student learning, and permit viable

methods of assessment. Outcomes

reflect several different types of

learning and, where appropriate,

represent both coordination and

integration. Outcomes are

differentiated, in whatever way is

needed, for individual students.

28

1d:

Demonstrating

knowledge of

resources

The teacher candidate is

unaware of resources to

assist student learning

beyond materials provided

by the school or district,

nor is the teacher

candidate aware of

resources for expanding

one’s own professional

skill.

The teacher candidate displays

some awareness of resources

beyond those provided by the

school or district for classroom

use and for extending one’s

professional skill but does not

seek to expand this

knowledge.


displays awareness of

resources beyond those

provided by the school or

district, including those on

the Internet, for classroom

use and for extending one’s

professional skill, and seeks

out such resources.

The teacher’s knowledge of

resources for classroom use and

for extending one’s professional

skill is extensive, including those

available through the school or

district, in the community, through

professional organizations and

universities, and on the Internet

1e:

Designing

coherent

instruction

Learning activities are

poorly aligned with the

instructional outcomes, do

not follow an organized

progression, are not

designed to engage

students in active

intellectual activity, and

have unrealistic time

allocations. Instructional

groups are not suitable to

the activities and offer no

variety.

Some of the learning activities

and materials are aligned with

the instructional outcomes and

represent moderate cognitive

challenge, but with no

differentiation for different

students. Instructional groups

partially support the activities,

with some variety. The lesson

or unit has a recognizable

structure; but the progression

of activities is uneven, with

only some reasonable time

allocations.

Most of the learning

activities are aligned with

the instructional outcomes

and follow an organized

progression suitable to

groups of students. The

learning activities have

reasonable time allocations;

they represent significant

cognitive challenge, with

some differentiation for

different groups of students

and varied use of

instructional groups

The sequence of learning activities

follows a coherent sequence, is

aligned to instructional goals, and

is designed to engage students in

high-level cognitive activity.

These are appropriately

differentiated for individual

learners. Instructional groups are

varied appropriately, with some

opportunity for student choice.

1f:

Designing student

assessment

Assessment procedures are

not congruent with

instructional outcomes and

lack criteria by which

student performance will

be assessed. The teacher

candidate has no plan to

incorporate formative

assessment in the lesson or

unit

Assessment procedures are

partially congruent with

instructional outcomes.

Assessment criteria and

standards have been

developed, but they are not

clear. The teacher candidate’s

approach to using formative

assessment is rudimentary,

including only some of the

instructional outcomes.

All the instructional

outcomes may be assessed

by the proposed assessment

plan; assessment

methodologies may have

been adapted for groups of

students. Assessment

criteria and standards are

clear. The teacher candidate

has a well-developed

strategy for using formative

assessment and has

designed particular

approaches to be used.

All the instructional outcomes may

be assessed by the proposed

assessment plan, with clear criteria

for assessing student work. The

plan contains evidence of student

contribution to its development.

Assessment methodologies have

been adapted for individual

students as the need has arisen.

The approach to using formative

assessment is well designed and

includes student as well as teacher

use of the assessment information.

2a:

Creating an

environment of

respect and

rapport

Patterns of classroom

interactions, both

between teacher

candidate and students

and among students, are

mostly negative,

inappropriate, or

insensitive to students’

ages, cultural

backgrounds, and

developmental levels.

Patterns of classroom

interactions, both between

teacher candidate and students

and among students, are

generally appropriate but may

reflect occasional

inconsistencies, favoritism,

and disregard for students’

ages, cultures, and

developmental levels. Students

rarely demonstrate disrespect

Teacher-student interactions

are friendly and demonstrate

general caring and respect.

Such interactions are

appropriate to the ages,

cultures, and developmental

levels of the students.

Interactions among students

are generally polite and

respectful, and students

exhibit respect for the teacher

Classroom interactions between

teacher and students and among

students are highly respectful,

reflecting genuine warmth, caring,

and sensitivity to students as

individuals. Students exhibit

respect for the teacher and

contribute to high levels of civility

among all members of the class.

The net result is an environment

where all students feel valued and

29

Student interactions are

characterized by sarcasm,

put-downs, or conflict.


does not deal with

disrespectful behavior.

for one another. The teacher

candidate attempts to respond

to disrespectful behavior, with

uneven results. The net result

of the interactions is neutral,

conveying neither warmth nor

conflict.

candidate. The teacher

candidate responds

successfully to disrespectful

behavior among students.

The net result of the

interactions is polite,

respectful, and businesslike,

though students may be

somewhat cautious about

taking intellectual risks.

are comfortable taking intellectual

risks.

2b:

Establishing a

culture for learning

The classroom culture is

characterized by a lack of

teacher candidate or

student commitment to

learning, and/or little or

no investment of student

energy in the task at

hand. Hard work and the

precise use of language

are not expected or

valued. Medium to low

expectations for student

achievement are the

norm, with high

expectations for learning

reserved for only one or

two students.

The classroom culture is

characterized by little

commitment to learning by the

teacher candidate or students.

The teacher candidate appears

to be only “going through the

motions,” and students

indicate that they are

interested in the completion of

a task rather than the quality of

the work. The teacher

candidate conveys that student

success is the result of natural

ability rather than hard work,

and refers only in passing to

the precise use of language.

High expectations for learning

are reserved for those students

thought to have a natural

aptitude for the subject

The classroom culture is a

place where learning is

valued by all; high

expectations for both

learning and hard work are

the norm for most students.

Students understand their

role as learners and

consistently expend effort to

learn. Classroom interactions

support learning, hard work,

and the precise use of

language.

The classroom culture is a

cognitively busy place,

characterized by a shared belief in

the importance of learning. The

teacher conveys high expectations

for learning for all students and

insists on hard work; students

assume responsibility for high

quality by initiating

improvements, making revisions,

adding detail, and/or assisting

peers in their precise use of

language.

2c:

Managing

classroom

procedures

Much instructional time

is lost due to inefficient

classroom routines and

procedures. There is little

or no evidence of the

teacher candidate’s

managing instructional

groups and transitions

and/or handling of

materials and supplies

effectively. There is little

evidence that students

know or follow

established routines

Some instructional time is lost

due to partially effective


procedures. The teacher

candidate’s management of

instructional groups and

transitions, or handling of

materials and supplies, or

both, are inconsistent, leading

to some disruption of learning.

With regular guidance and

prompting, students follow

established routines.

There is little loss of

instructional time due to

effective classroom routines

and procedures. The teacher

candidate’s management of

instructional groups and

transitions, or handling of

materials and supplies, or

both, are consistently

successful. With minimal

guidance and prompting,

students follow established

classroom routines.

Instructional time is maximized

due to efficient and seamless


procedures. Students take initiative

in the management of instructional

groups and transitions, and/or the

handling of materials and supplies.

Routines are well understood and

may be initiated by students.

2d:

Managing student

behavior

There appear to be no

established standards of

conduct, or students

challenge them. There is

little or no teacher

Standards of conduct appear to

have been established, but

their implementation is

inconsistent. The teacher

candidate tries, with uneven

Student behavior is generally

appropriate. The teacher

candidate monitors student

behavior against established

standards of conduct.

Student behavior is entirely

appropriate. Students take an

active role in monitoring their own

behavior and/or that of other

students against standards of

30

candidate monitoring of

student behavior, and

response to students’

misbehavior is repressive

or disrespectful of

student dignity

results, to monitor student

behavior and respond to

student misbehavior.

Teacher response to student

misbehavior is consistent,

proportionate, and respectful

to students and is effective

conduct. Teacher monitoring of

student behavior is subtle and

preventive. The teacher’s response

to student misbehavior is sensitive

to individual student needs and

respects students’ dignity.

2e:

Organizing

physical space

The classroom

environment is unsafe, or

learning is not accessible

to many. There is poor

alignment between the

arrangement of furniture

and resources, including

computer technology,

and the lesson activities.

The classroom is safe, and

essential learning is accessible

to most students. The teacher

candidate makes modest use of

physical resources, including

computer technology. The

teacher candidate attempts to

adjust the classroom furniture

for a lesson or, if necessary, to

adjust the lesson to the

furniture, but with limited

effectiveness.

The classroom is safe, and

students have equal access to

learning activities; the

teacher candidate ensures

that the furniture

arrangement is appropriate to

the learning activities and

uses physical resources,

including computer

technology, effectively.

The classroom environment is

safe, and learning is accessible to

all students, including those with

special needs. The teacher makes

effective use of physical resources,

including computer technology.

The teacher ensures that the

physical arrangement is

appropriate to the learning

activities. Students contribute to

the use or adaptation of the

physical environment to advance

learning.

3a:

Communicating

with students

The instructional purpose

of the lesson is unclear to

students, and the

directions and procedures

are confusing. The teacher

candidate’s explanation of

the content contains major

errors. The teacher

candidate’s spoken or

written language contains

errors of grammar or

syntax. The teacher

candidate’s vocabulary is

inappropriate, vague, or

used incorrectly, leaving

students confused.

The teacher candidate’s

attempt to explain the

instructional purpose has

partial success, and/or

directions and procedures

must be clarified after

initial student confusion.


explanation of the content

may contain minor errors;

some portions are clear;

other portions are difficult

to follow. The teacher

candidate’s explanation

consists of a monologue,

with no invitation to the

students for intellectual

engagement. Teacher

candidate’s spoken

language is correct;

however, his or her

vocabulary is limited, or

not fully appropriate to the

students’ ages or

backgrounds.


clearly communicates

instructional purpose of

the lesson, including

where it is situated within

broader learning, and

explains procedures and

directions clearly. Teacher

candidate’s explanation of

content is well scaffolded,

clear and accurate, and

connects with students’

knowledge and experience.

During the explanation of

content, the teacher

candidate invites student

intellectual engagement.

Teacher candidate’s

spoken and written

language is clear and

correct and uses

vocabulary appropriate to

the students’ ages and

interests.

The teacher links the

instructional purpose of the

lesson to student interests; the

directions and procedures are

clear and anticipate possible

student misunderstanding. The

teacher’s explanation of content

is thorough and clear, developing


through artful scaffolding and

connecting with students’

interests. Students contribute to

extending the content and help

explain concepts to their

classmates. The teacher’s

spoken and written language is

expressive, and the teacher finds

opportunities to extend students’

vocabularies.

3b:

Using questioning

and discussion

techniques


questions are of low

cognitive challenge,

require single correct

responses, and are asked


questions lead students

through a single path of

inquiry, with answers

seemingly determined in

Although the teacher

candidate may use some

low-level questions, he or

she asks the students

questions designed to

Teacher uses a variety or

series of questions or

prompts to challenge

students cognitively,

advance high-level thinking

31

in rapid succession.

Interaction between

teacher candidate and

students is

predominantly recitation

style, with the teacher

candidate mediating all

questions and answers. A

few students dominate

the discussion

advance. Alternatively,

the teacher candidate

attempts to frame some

questions designed to

promote student thinking

and understanding, but

only a few students are

involved. Teacher

candidate attempts to

engage all students in the

discussion and to

encourage them to

respond to one another,

but with uneven results.

promote thinking and

understanding. Teacher

candidate creates a

genuine discussion

among students,

providing adequate time

for students to respond

and stepping aside when

appropriate. Teacher

candidate successfully

engages most students in

the discussion, employing

a range of strategies to

ensure that most students

are heard.

and discourse, and promote

metacognition. Students

formulate many questions,

initiate topics, and make

unsolicited contributions.

Students themselves ensure

that all voices are heard in

the discussion.

3c:

Engaging students

in learning

Learning tasks and

activities, materials,

resources, instructional

groups and technology are

poorly aligned with the

instructional outcomes or

require only rote

responses. The pace of the

lesson is too slow or too

rushed. Few students are

intellectually engaged or

interested.

Learning tasks and

activities are partially

aligned with the

instructional outcomes but

require only minimal

thinking by students,

allowing most to be

passive or merely

compliant. The pacing of

the lesson may not provide

students the time needed to

be intellectually engaged.

The learning tasks and

activities are aligned with

the instructional outcomes

and designed to challenge

student thinking, the result

being that most students

display active intellectual

engagement with important

and challenging content and

are supported in that

engagement by teacher

candidate scaffolding. The

pacing of the lesson is

appropriate, providing most

students the time needed to

be intellectually engaged.

Virtually all students are

intellectually engaged in

challenging content

through well-designed

learning tasks and

suitable scaffolding by

the teacher and fully

aligned with the

instructional outcomes. In

addition, there is

evidence of some student

initiation of inquiry and

of student contribution to

the exploration of

important content. The

pacing of the lesson

provides students the

time needed to

intellectually engage with

and reflect upon their

learning and to

consolidate their

understanding. Students

may have some choice in

how they complete tasks

and may serve as

resources for one another

3d:

Using Assessment

in Instruction

There is little or no

assessment or monitoring

of student learning;

feedback is absent or of

poor quality. Students do

not appear to be aware of

the assessment criteria

Assessment is used

sporadically by teacher

candidate and/or students

to support instruction

through some monitoring

of progress in learning.

Feedback to students is

Assessment is used

regularly by teacher

candidate and/or students

during the lesson through

monitoring of learning

progress and results in

accurate, specific

Assessment is fully

integrated into instruction

through extensive use of

formative assessment.

Students appear to be aware

of, and there is some

evidence that they have

32

and do not engage in

self-assessment.

general, students appear

to be only partially aware

of the assessment criteria

used to evaluate their

work, and few assess

their own work.

Questions, prompts, and

assessments are rarely

used to diagnose evidence

of learning

feedback that advances

learning. Students appear

to be aware of the

assessment criteria; some

of them engage in self-assessment.

Questions,

prompts, assessments are

used to diagnose evidence

of learning

contributed to, the

assessment criteria. Students

self-assess and monitor their

progress. A variety of

feedback, from both their

teacher and their peers, is

accurate, specific, and

advances learning.

Questions, prompts,

assessments are used

regularly to diagnose

evidence of learning by

individual students

3e: Demonstrating

flexibility and

responsiveness


adheres to the instruction

plan in spite of evidence

of poor student

understanding or lack of

interest. Teacher

candidate ignores student

questions; when students

experience difficulty, the

teacher candidate blames

the students or their

home environment.


attempts to modify the

lesson when needed and

to respond to student

questions and interests,

with moderate success.

Teacher candidate

accepts responsibility for

student success but has

only a limited repertoire

of strategies to draw

upon.


promotes the successful

learning of all students,

making minor adjustments

as needed to instructional

plans and accommodating

student questions, needs,

and interests. Drawing on

a broad repertoire of

strategies, the teacher

candidate persists in

seeking approaches for

students who have

difficulty learning.

Teacher seizes an

opportunity to enhance

learning, building on a

spontaneous event or student

interests, or successfully

adjusts and differentiates

instruction to address

individual student

misunderstandings. Teacher

persists in seeking effective

approaches for students who

need help, using an

extensive repertoire of

instructional strategies and

soliciting additional

resources from the school or

community. In addition to

the characteristics of

“proficient”: The teacher’s

adjustments to the lesson are

designed to assist individual

students. Teacher seizes on a

teachable moment to

enhance a lesson. The

teacher conveys to students

that s/he won’t consider a

lesson “finished” until every

student understands and that

s/he has a broad range of

approaches to use. In

reflecting on practice, the

teacher can cite others in the

school and beyond whom

s/he has contacted for

assistance in reaching some

students.

33

4a:

Reflecting on

Teaching

The teacher candidate does

not know whether a lesson

was effective or achieved

its instructional outcomes,

or the teacher candidate

profoundly misjudges the

success of a lesson. The

teacher candidate has no

suggestions for how a

lesson could be improved.

The teacher candidate has a

generally accurate impression

of a lesson’s effectiveness

and the extent to which

instructional outcomes were

met. The teacher candidate

makes general suggestions

about how a lesson could be

improved.

The teacher candidate makes

an accurate assessment of a

lesson’s effectiveness and the

extent to which it achieved

its instructional outcomes

and can cite general

references to support the

judgment. The teacher

candidate makes a few

specific suggestions of what

could be tried another time

the lesson is taught.

The teacher makes a thoughtful

and accurate assessment of a

lesson’s effectiveness and the

extent to which it achieved its

instructional outcomes, citing

many specific examples from the

lesson and weighing the relative

strengths of each. Drawing on an

extensive repertoire of skills, the

teacher offers specific alternative

actions, complete with the

probable success of different

courses of action.

4b:

Maintaining

Accurate Records

Even with supervision the

teacher candidate

demonstrates maintaining

information on student

completion of assignments

and student progress in

learning that is nonexistent

or in disarray. The records

for non-instructional

activities are in disarray

which results in errors and

confusion.

With supervision the teacher

candidate demonstrates

maintaining information on

student completion of

assignments and student

progress in learning that is

rudimentary and partially

effective. Records for noninstructional

activities are

adequate but inefficient and,

unless given frequent

oversight by the cooperating

teacher, prone to errors.

With supervision the teacher

candidate demonstrates

maintaining information on

student completion of

assignments, student

progress in learning, and

non-instructional records that

is fully effective.

The teacher’s system for

maintaining information on student

completion of assignments, student

progress in learning, and noninstructional

records is fully

effective. Students contribute

information and participate in

maintaining the records.

4c:

Supervised

communication

with families

The teacher candidate has

not demonstrated the

cultural, professional,

social, and verbal skills

necessary for involvement

with families.

With supervision, the teacher

candidate demonstrates some

communication and

involvement with families.

The teacher candidate makes

partially successful attempts

to engage families in the

instructional program

With supervision, the teacher

candidate communicates

effectively with families

multiple times: making some

attempts to successfully

engage families in the

instructional program.

The teacher communicates

frequently with families in a

culturally sensitive manner, with

students contributing to the

communication. The teacher

responds to family concerns with

professional and cultural

sensitivity. The teacher’s efforts to

engage families in the instructional

program are frequent and

successful.

4d:

Participating in a

Professional

Community


relationships with

colleagues are negative or

self-serving. The teacher

candidate avoids

participation in a

professional culture of

inquiry, resisting

opportunities to become

involved. The teacher

candidate avoids becoming

involved in school events


professional relationships are

cordial and fulfill

school/district duties

recommended by the

cooperating teacher;

including involvement in a

culture of inquiry, school

events and/or school/district

projects when asked.


professional relationships are

characterized by mutual

support and cooperation;

include active participation

in a culture of professional

inquiry, school events and

school/district projects,

making substantial

contributions.

Professional relationships are

characterized by mutual support,

cooperation and initiative in

assuming leadership in promoting

a culture of inquiry and making

substantial contributions to

school/district projects.

34

or school and district

projects recommended by

the cooperating teacher.

4e:

Growing and

Developing

professionally


engages in no professional

development activities to

enhance knowledge or

skill. The teacher

candidate resists feedback

on teaching performance

from either supervisors or

more experienced

colleagues. The teacher

candidate makes no effort

to share knowledge with

others or to assume

professional

responsibilities


participates to a limited

extent in professional

activities when they are

convenient. The teacher

candidate engages in a

limited way with colleagues

and supervisors in

professional conversation

about practice, including

some feedback on teaching

performance. The teacher

candidate finds limited ways

to assist other teachers and

contribute to the profession.

The teacher candidate seeks

out opportunities for

professional development to

enhance content knowledge

and pedagogical skill. The

teacher candidate actively

engages with colleagues and

supervisors in professional

conversation about practice,

including feedback about

practice. The teacher

candidate participates

actively in assisting other

educators and looks for ways

to contribute to the

profession.

The teacher seeks out opportunities

for professional development and

makes a systematic effort to

conduct action research. The

teacher solicits feedback on

practice from both supervisors and

colleagues. The teacher initiates

important activities to contribute to

the profession.

4f:

Showing

Professionalism


interactions are

characterized by

inconsistent

professionalism in dress,

grooming, communication,

timeliness, commitment to

teaching, ability to take on

responsibilities in the

classroom, and other

school responsibilities.


interaction are characterized

by honest, genuine but

inconsistent professionalism

in dress, grooming,

communication, timeliness,

commitment to teaching,

ability to take on


classroom, or other school

responsibilities.


displays high standards of

honesty, integrity, and

confidentiality in interactions

with colleagues, students,

and the public. The teacher

candidate demonstrates full

commitments to teaching and

a willingness to take on


classroom and other school

responsibilities as well as

some voluntary participation

in professional development

or after school activities.

The teacher can be counted on to

hold the highest standards of

honesty, integrity, and

confidentiality and takes a

leadership role with colleagues.

The teacher is highly proactive in

serving students, seeking out

resources when needed. The

teacher makes a concerted effort to

challenge negative attitudes or

practices to ensure that all

students, particularly those

traditionally underserved, are

honored in the school. The teacher

takes a leadership role in team or

departmental decision making and

helps ensure that such decisions

are based on the highest

professional standards. The teacher

complies fully with school and

district regulations, taking a

leadership role with colleagues.

35

Student teacher Candidate: Date: Time: Lesson Topic: Grade Level:

Fall 2017

Observer: Please Circle: Cooperating Teacher Supervisor Observation #: 1 2/Video 3 4

This column completed by

student teacher with rubric

self-assessment and input from

observer.

Instructions:

Step 1: PRE-CONFERENCE DOCUMENTATION with LESSON PLAN (Off-Stage Evidence): Domain 1 & 4 are to be completed by the teacher candidate in advance of announced observation and sent to observer 2 days in advance with Lesson Plan. This form and

lesson will be discussed during pre-observation conference in preparation for classroom visit.

STEP 2: Pre-observation conversation: Supervisor/Cooperating teacher and/or teacher candidate can add evidence to Domain1 and/or Domain 4 during pre-observation conference.

DOMAIN 1: Planning and Preparation DOMAIN 4: Professional Responsibilities

List any evidence for D4 that relates to the lesson being taught; evidence not required for all D4 componentso

U (0)o

D (1)o

P (2)

1a. Demonstrating Knowledge of Content and Pedagogy: What is the content to be taught? What pedagogical

techniques will be used? What prerequisite learning is required?

4a. Reflecting on Teaching: What reflections caused you to design the lesson as you did? (Answer after the lesson: Have the

objectives of the lesson been met by all or some of the students?)

oU (0)

oD (1)

oP (2)

1b. Demonstrating Knowledge of Students: Characterize the class. How will you modify this lesson for groups or individual

students?

4b. Maintaining Accurate Records: How do you track student learning as it relates to this lesson?

oU (0)

oD (1)

oP (2)

1c. Selecting Instructional Outcomes: What do you want students to learn during this lesson? 4c. Communicating with Families: By what methods have you been communicating with families to make them aware of what

their student is learning in the classroom?

oU (0)

oD (1)

oP (2)

1d. Demonstrating Knowledge of Resources: What resources were considered for this lesson and rejected? Why? What

resources will be used? Why?

4d. Participating in a Professional Community: In what ways is today’s lesson related to collaboration with colleagues?

oU (0)

oD (1)

oP (2)

1e.Designing Coherent Instruction: List very briefly the steps of the lesson. 4e. Growing and Developing Professionally: What aspects of this lesson are the result of some recent professional learning?

oU (0)

oD (1)

oP (2)

1f: Designing Student Assessments: How will you measure the goals articulated in 1c? What does success look like? 4f: Showing Professionalism: High standards of honesty, integrity, and confidentiality are maintained. The candidate is professional

in appearance and demeanor.


student teacher with input

from the observer.

STEP 3: Form #2 Supervisor/Cooperating Teacher will gather evidence from Classroom Observation (on-stage Domain 2 & 3). Following observation/evidence collection, all evidence is shared with teacher candidate. *Additional sheets may be attached for

evidence collection.

Step 4: Teacher candidate should review evidence and self-assess by highlighting on the corresponding rubric where they place lesson based on evidence. Teacher candidate may note additional evidence to be discussed on their rubric.

Step 4: Supervisor/cooperating teacher will review self-assessment and select areas of agreement and areas for conversation during post-observation conversation.

Step 5: Supervisor/cooperating teacher will complete final rating for all components by checking corresponding rating for each component on this form.

KEY: U = Unsatisfactory; D=Developing; P = Proficient

DOMAIN 2: Classroom Environment DOMAIN 3: Instructiono

U (0)o

D (1)o

P (2)

2a. Creating a Climate of Respect and Rapport Teacher Interaction with Students; Student Interactions with One Another

3a. Communicating with StudentsExpectations for Learning; Directions and Procedures; Explanations of Content; Use of Oral and Written Language

36

oU (0)

oD (1)

oP (2)

2b. Creating a Culture for Learning In what ways have a culture for learning been established in this classroom? How does this lesson encourage the student to take responsibility for

their own learning?

3b. Using Questioning and Discussion TechniquesQuality of Questions; Discussion Techniques; Student Participation

oU (0)

oD (1)

oP (2)

2c. Managing Classroom ProceduresManagement of Instructional Groups; Management of Transitions; Management of Materials and Supplies; Performance of Non-Instructional

Duties; Supervision of Volunteers And Paraprofessionals Do classroom routines and procedures result in little or no loss of instructional time?

3c. Engaging Students in LearningActivities and Assignments; Grouping of Students; Instructional Materials and Resources; Structure and Pacing

oU (0)

oD (1)

oP (2)

2d. Managing Student BehaviorExpectations; Monitoring of Student Behavior; Response to Student Misbehavior

3d. Assessing Student LearningAssessment Criteria; Monitoring of Student Learning; Feedback to Students; Student Self-Assessment and Monitoring of Progress

oU (0)

oD (1)

oP (2)

2e. Organizing the Physical SpaceIs the classroom safe? What technology resources available in the classroom are utilized for the lesson.? Are adjustments made to the classroom

furniture for group activities?

3e. Demonstrating Flexibility and ResponsivenessLesson adjustment; Response to Students; Persistence

0 – 21: Unsatisfactory 22 - 33: Developing 34 – 44: Proficient

37


Fall 2017





observer.

Instructions:






U (0)o

D (1)o

P (2)





oU (0)

oD (1)

oP (2)


students?


oU (0)

oD (1)

oP (2)



oU (0)

oD (1)

oP (2)




oU (0)

oD (1)

oP (2)


oU (0)

oD (1)

oP (2)





from the observer.








U (0)o

D (1)o

P (2)



oU (0)

oD (1)

oP (2)


their own learning?


oU (0) 2c. Managing Classroom Procedures

Management of Instructional Groups; Management of Transitions; Management of Materials and Supplies; Performance of Non-Instructional


38

oD (1)

oP (2)


oU (0)

oD (1)

oP (2)



oU (0)

oD (1)

oP (2)





39


Fall 2017





observer.

Instructions:






U (0)o

D (1)o

P (2)





oU (0)

oD (1)

oP (2)


students?


oU (0)

oD (1)

oP (2)



oU (0)

oD (1)

oP (2)




oU (0)

oD (1)

oP (2)


oU (0)

oD (1)

oP (2)





from the observer.








U (0)o

D (1)o

P (2)



oU (0)

oD (1)

oP (2)


their own learning?


40

oU (0)

oD (1)

oP (2)

2c. Managing Classroom ProceduresManagement of Instructional Groups; Management of Transitions; Management of Materials and Supplies; Performance of Non-Instructional



oU (0)

oD (1)

oP (2)



oU (0)

oD (1)

oP (2)





41

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